Abstract
Existing typical room based learning in the four southernmost provinces of Thailand includes several limitations. Physical security is the key issue when making journeys to schools and universities and the destruction of physical buildings also poses concrete limitations to existing room based learning in the affected area. With this phenomenon, the accessibility to physical room based class is problematic and limited. In contrast, the accessibility to mobile networks is getting wider; accessibility to mobile devices is also getting cheaper and easier along the time, thus the investigation on how mobile learning could benefits the learners should be conducted. Consequently the research objectives were constructed which are (1) to estimate the current situation in the four southernmost provinces of Thailand, (2) to identify the limitations of existing room based learning affected by the unrest situation in the area, (3) to explore information from government sources and published papers about mobile technology used in the southernmost provinces of Thailand and (4) to construct initial guidelines and recommendations framework when using mobile technology as a learning environment in the school system of the southernmost provinces of Thailand. In order to achieve these objectives, the literature analysis, focus groups, and semi-structured interviews were conducted. From the analysis of the data collected, it was found that the utilization of mobile technology in the four southernmost provinces of Thailand currently still far behind the idea of what mobile learning technology should be. There are several limitations and thus certain guidelines for the mobile learning implementation should be produced.
Highlights
1.1 Current Conflict Situation in the Four Southernmost Provinces of ThailandDeep South Watch database of the southern situation, Prince of Songkla University, Pattani Campus, indicates that the unrest situations in southern provinces of Thailand from January 2004 until August 2011 for a period of seven years have caused the violence in total about 11,074 events which contributed to the deaths and injuries combined, approximately 12,841 victims with 4,846 deaths and 7,995 injuries (Jitpiromsri, 2011)
The research objectives were constructed which are (1) to estimate the current situation in the four southernmost provinces of Thailand, (2) to identify the limitations of existing room based learning affected by the unrest situation in the area, (3) to explore information from government sources and published papers about mobile technology used in the southernmost provinces of Thailand and (4) to construct initial guidelines and recommendations framework when using mobile technology as a learning environment in the school system of the southernmost provinces of Thailand
Education service providers and government officials know well about the limitations of room based learning in the affected areas and mobile technology used in the four southernmost provinces of Thailand as they are parts of the team involved in the implementation of mobile device utilization in Thai school system
Summary
Deep South Watch database of the southern situation, Prince of Songkla University, Pattani Campus, indicates that the unrest situations in southern provinces of Thailand from January 2004 until August 2011 for a period of seven years have caused the violence in total about 11,074 events which contributed to the deaths and injuries combined, approximately 12,841 victims with 4,846 deaths and 7,995 injuries (Jitpiromsri, 2011). If we are monitoring the situation closely and continue to adhere, it was found that unrest in the southern provinces is the pattern of violence that erupted continuously and jump higher sometimes. This pattern of violence reflects the representation of endless violence, previous statistics indicates that there is violence in the high-low swing up and down all along (Jitpiromsri, 2011). According to Human Rights Watch (2010), the education system was affected by the violence in three ways which are (1) attacks and threats to teachers, (2) the occupation of the premises of the school by the security forces and (3) the attack on public schools of the insurgents. There are many teachers have asked the government to move out to teach outside of the southern area
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